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Sunday, November 20, 2011

Thought Forms are Tangible Objects to Autistic Children

It is not uncommon for a teacher to have some disgruntled thoughts about the child diagnosed with autism. She or he may be thinking—not even articulating it aloud— “Hmmm, I wish this kid would not come to school today because he’s really difficult to deal with.” You know the thoughts that we keep in the privacy of our own mind sometimes. But an individual, who is very energy sensitive or energetically aware, can sense or even hear this thought even after the teacher is no longer in the room. It could have been the day before, but that thought form is still lingering in the classroom.

Thought forms are actually tangible to somebody who is accessing that level of information. So the child comes into the room and doesn’t want to be there. He may even feel a little hostility as he senses this negative energy. He may start clinging to his mother’s leg, not wanting her to leave because he’s is in the midst of this uncomfortable energy. If we understand this, we can use this to our benefit in creating lovely thought-filled balanced environments so these children are excited to come in and see what might be in front of them for that day. I don’t think most of us really grasp this concept even when we are seeing them energetically or when we can feel them and their presence. We have a tendency to still be a little bit out of the scope of where these kids actually are.

Suzy Miller is the author of AWESOMISM: A New Way to Understand the Diagnosis of Autism. After a 22-year career as a pediatric speech language pathologist, Suzy met a four-year old child diagnosed with autism who was destined to change not only the way she viewed autism, but life in general. She says, “I’ve had a lot of individuals who work energetically with this population and a lot of times they will say to me, “There’s so much negativity. There’s so much heaviness. There so much this or that.” And actually that is accurate but only to a point. This population absorbs and reflects energy. They are mirrors of energy—especially those who are nonverbal. Sometimes this is the only way they can show or express what they are experiencing. They mirror not necessarily what is physically going on in the physical environment but what is going energetically in the environment.

This creates a huge shift in consciousness when we understand that we have an individual sitting right in front of us who is giving us a brilliant read out of the more subtle aspects of ourselves. We miss these things all the time in our day-in day-out experience. When we hang out with these individuals, they are right there showing us whether our energy is calm or frenetic, when we are chaotic or sad. They are able to monitor that.

When you look at these individuals energetically you will most often see the band of energy around them. That is the mirror. These individuals don’t have a lot of their own karmic baggage or a lot of their own patterns needing to be released. As a matter of fact, when I look at these children through the eyes of pure essence and I see who these kids really are, I notice they have a very difficult time getting into their physical bodies. Many of these children have not had a physical human experience on Earth before so they don’t have a lot of history to bring with them. Thus they become very clear and beautiful mirrors. I know this to be true because every time this awareness is brought to the caregiver, parent, or teacher these adults are able to adjust their own thoughts and behavior and the behavior in the child stops immediately.

These children tell me frequently that just like most empaths are able to pick up the energy in their environment and sometimes put it into their bodies; these children do that as well. But they do not put it into their left brained mental process. As soon as an experience is over, it’s over for them. We as the parent or caregiver may feel that the child is upset so we try to fix the problem. What ends up happening is that we add energy to the upset as we keep projecting thought and emotion while trying to fix the upset. The minute we stop trying to fix the upset, the child stops being upset because there’s nothing to mirror at that point. I can’t tell you how many times that I as a speech language pathologist have watched a child’s behavior change as he or she goes from my presence to a parent’s presence, or go from their teacher’s presence to the presence of a child in the classroom. There is a different interaction—a different energy communication—in each scenario because they are mirroring what they sense in each scenario.

The communication is very difficult for them up until that time period.

YOUR TURN: Have you seen this mirroring take place with autistic children? If you work with this population, please leave a comment to let us know if you have tried observing a child with autism change behavior from the presence of one person to another.

Join us tomorrow on this blog for another segment of Suzy Miller’s discussion on how to communicate with autistic children.

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